Next Generation Science Standards Public Release II

Rhode Island Middle Level EducatorsJanuary 26, 2013

Building on the Past; Preparing for the Future

7/2011 – March 2013

1/2010 - 7/2011

1990s

1990s-2009

Phase IIPhase I

Read It For Yourself

What’s Different about the Next Generation Science Standards?

Conceptual Shifts in the NGSS

1. K-12 Science Education Should Reflect the Interconnected Nature of Science as it is Practiced and Experienced in the Real World.

2. The Next Generation Science Standards are student performance expectations – NOT curriculum.

3. The science concepts build coherently from K-12.

4. The NGSS Focus on Deeper Understanding of Content as well as Application of Content.

5. Science and Engineering are Integrated in the NGSS from K–12.

6. The NGSS and Common Core State Standards ( English Language Arts and Mathematics) are Aligned.

Three Dimensions Intertwined

• The NGSS are written as Performance Expectations

• NGSS will require contextual application of the three dimensions by students.

S5. Use mathematics & computational thinkingM6. Attend to precision

M7. Look for & make use of structure

E3. Respond to the varying demands of audience, talk, purpose, & discipline

E1.Demonstrate independence

E7. Come to understand other perspectives & cultures

S2. Develop and use models

M4. Model with mathematics

M1. Make sense ofproblems & persevere in solving them

M8. Look for & expressregularity in repeated reasoning

S1. Ask questions &define problems

S3. Plan & carry outinvestigations

S4. Analyze & interpretdataE2. Build strong content

knowledgeE4. Comprehend as well as critique

E5. Value evidenceM2. Reason abstractly & quantitatively

M3. Construct viable argument & critique reasoning of others

S7. Engage in argument from evidenceS6. Construct explanations & design solutions

S8. Obtain, evaluate & communicate informationE6. Use technology & digital media strategically & capably

M5. Use appropriate tools strategically

MATH SCIENCE

LITERACY Source: Working Draft v2, 12-06-11 by Tina Cheuk, ell.stanford.edu

Standards Comparison:Structure and Properties of Matter

• 5a distinguishing between solutions, mixtures, and “pure” substances, i.e. compounds and elements.

• 5b classifying common elements and compounds using symbols and simple chemical formulas.

• 5c interpreting the symbols and formulas of simple chemical equations.• 5d using symbols and chemical formulas to show simple chemical

rearrangements that produce new substances (chemical change).• 5e explaining that when substances undergo physical changes, the appearance

may change but the chemical makeup and chemical properties do not.• 5f explaining that when substances undergo chemical changes to form new

substances, the properties of the new combinations may be very different from those of the old.

Current State Middle School Science Standard

Standards Comparison:Structure and Properties of Matter

• 5a distinguishing between solutions, mixtures, and “pure” substances, i.e. compounds and elements.

• 5b classifying common elements and compounds using symbols and simple chemical formulas.

• 5c interpreting the symbols and formulas of simple chemical equations.• 5d using symbols and chemical formulas to show simple chemical

rearrangements that produce new substances (chemical change).• 5e explaining that when substances undergo physical changes, the appearance

may change but the chemical makeup and chemical properties do not.• 5f explaining that when substances undergo chemical changes to form new

substances, the properties of the new combinations may be very different from those of the old.

Current State Middle School Science Standard

Standards Comparison:Structure and Properties of Matter

a. Develop molecular-level models of a variety of substances, comparing those with simple molecules to those with extended structures. 

b. Design a solution that solves a practical problem by using characteristic chemical and physical properties of pure substances.* 

c. Develop a molecular level model that depicts and predicts why either temperature change and/or change of state can occur when adding or removing thermal energy from a pure substance. 

d. Develop molecular models of reactants and products to support the explanation that atoms, and therefore mass, are conserved in a chemical reaction.

e. Analyze and interpret the properties of products and reactants to determine if a chemical reaction has occurred. 

f. Gather and communicate information that people's needs and desires for new materials drive chemistry forward, and that synthetic materials come from natural resources and impact society.* 

g. Design, construct, and test a device that either releases or absorbs thermal energy by chemical processes.*

NGSS Middle School Sample

Standards Comparison:Structure and Properties of Matter

a. Develop molecular-level models of a variety of substances, comparing those with simple molecules to those with extended structures. 

b. Design a solution that solves a practical problem by using characteristic chemical and physical properties of pure substances.* 

c. Develop a molecular level model that depicts and predicts why either temperature change and/or change of state can occur when adding or removing thermal energy from a pure substance. 

d. Develop molecular models of reactants and products to support the explanation that atoms, and therefore mass, are conserved in a chemical reaction.

e. Analyze and interpret the properties of products and reactants to determine if a chemical reaction has occurred. 

f. Gather and communicate information that people's needs and desires for new materials drive chemistry forward, and that synthetic materials come from natural resources and impact society.* 

g. Design, construct, and test a device that either releases or absorbs thermal energy by chemical processes.*

NGSS Middle School Sample

RI Adoption Plan

• October, 2011 – RI State Leadership Team Formed• October , 2011 – Present

– Communication to field (listservs, webpages, districts)– Participation in Multi-State BCSSE Project– Participation in draft reviews

• March, 2013 – NGSS Released– RI Board of Education begins authority

• Anticipated Adoption – Summer, 2013 (necap 2017)

• Implementation began in October, 2011

Appendices for the NGSS

New Content

Appendices have been added to support the NGSS and in response to feedback Appendix A – Conceptual Shifts Appendix B – Responses to May Public Feedback Appendix C – College and Career Readiness Appendix D – All Standards, All Students Appendix E – Disciplinary Core Idea Progressions in the NGSS Appendix F – Science and Engineering Practices in the NGSS Appendix G – Crosscutting Concepts in the NGSS Appendix H – Nature of Science Appendix I – Engineering Design, Technology, and the Applications of Science

in the NGSS Appendix J – Model Course Mapping in Middle and High School Appendix K – Connections to Common Core State Standards in Mathematics

Topic Arrangement Coding

Interpreting the Standards

Performance Expectations - Assessable Components - NOT Curriculum

Foundation Boxes - Practices - Core Ideas - Crosscutting Concepts Engineering & Application Nature of Science

Connection Boxes - Common Core (ELA & Math) - Other grade-level core ideas - Prior grade-level core ideas

Interpreting the Standards

Grade Level & TitlePerformance Expectation - based on core idea order

Clarification StatementAssessment Boundary

*Engineering Connection

Practices DisciplinaryCore Ideas

Cross-Cutting

Engineering

Nature of Science

DCI Progressions

Other Supplementary Documents for NGSS Public Release II Google: NGSS Web Seminars (NSTA Learning Center) Supplementary Documents and Materials Available at

nextgenscience.org Why Standards Matter? How to Read the NGSS How to Complete the NGSS Survey Glossary of Terms

Additional Aspects of the NGSS Public Release II More flexibility of viewing of the standards has been provided with two official

arrangements of the performance expectations: by topics and by DCI. Additional flexibility was added to the website views of standards, allowing users to

turn off pop up” description boxes. The public feedback survey has been completed revised

Scientific and Engineering Practices

1. Asking questions (for science) and defining problems (for engineering)

2. Developing and using models

3. Planning and carrying out investigations

4. Analyzing and interpreting data

5. Using mathematics and computational thinking

6. Constructing explanations (for science) and designing solutions (for engineering)

7. Engaging in argument from evidence

8. Obtaining, evaluating, and communicating information

Crosscutting Concepts

1. Patterns

2. Cause and Effect (Mechanism and Explanation)

3. Scale, Proportion, and Quantity

4. Systems and System Models

5. Energy and Matter (Flows, Cycles, and Conservation)

6. Structure and Function

7. Stability and Change

Disciplinary Core Ideas

Life Science Physical ScienceLS1: From Molecules to Organisms:

Structures and Processes

LS2: Ecosystems: Interactions, Energy, and Dynamics

LS3: Heredity: Inheritance and Variation of Traits

LS4: Biological Evolution: Unity and Diversity

PS1: Matter and Its Interactions

PS2: Motion and Stability: Forces and Interactions

PS3: Energy

PS4: Waves and Their Applications in Technologies for Information Transfer

Earth & Space ScienceEngineering & Technology

ESS1: Earth’s Place in the Universe

ESS2: Earth’s Systems

ESS3: Earth and Human Activity

ETS1: Engineering Design

ETS2: Links Among Engineering, Technology, Science, and Society

How To Access The NGSS Survey?

Opportunity

Contact Information

Peter McLaren & Jenn GoleniaScience and Technology Specialists

RI Department of Education

Peter.mclaren@ride.ri.gov Jennifer.Golenia@ride.ri.gov

www.nextgenscience.org